The article focuses on a serious issue that is a factor in causing the learning gap between language learners and their English-speaking peers. Accessibility to effective online learning tools is giving English-speaking students the ability to achieve while leaving their L2 classmates behind. The piece discusses how online programs such as DreamBox and IXL Learning promote higher achievement for students but fails to cater to language learners. These programs are text-driven and therefore are difficult for language learners to navigate. If these students cannot read the directions or the content for that matter, they cannot improve their language skills. Often, translations do not bridge the linguistic difference in the native languages. A word for word translation could be completely incorrect or translate at a higher reading level than the English text. For example, you have a student trying to read a sixth-grade reading level selection and upon translation, it becomes an eighth-grade level text.
Some of the technology resources covered in the article are trying to adapt their programs to meet the needs of ELL students. Companies like Achieve3000 have assembled a Spanish-speaking team to create Español literacy solutions which will provide the directions and content in Spanish.
A concern that was brought up when debating the use of translation technology was that most L2 students are not literate in their native language and therefore providing translation technology was hindering their ability to learn English. The solution discussed was to simply give the students work with their English reading level even if that meant that a fifth grader was reading kindergarten level material. I can see their argument for trying to focus on English literacy, however, I have some concerns. Although we are talking about online resources, a student might feel uncomfortable working with low-level material or being seen walking around with reading material well below their grade level. Also, this does not help the teachers who have language learners in their mainstream classes. I know as a Social Studies teacher I do not have reading material that is significantly below grade level. As mentioned in the article, it leaves language learners and their teachers out of luck.
I agree with you that giving ELL students reading material below their grade level is not a good solution and I really like your point about how most teachers aren't even going to have textbooks below their reading level in the classroom anyway. This article does not surprise me. There are certain things technology can't do and need human influence for.
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